Every possible provision is made to qualify the various personalities of the universe for advancing service and improving function. The entire universe is one vast school.

The methods employed in many of the higher schools are beyond the human concept of the art of teaching truth, but this is the keynote of the whole educational system: character acquired by enlightened experience. The teachers provide the enlightenment; the universe station and the ascender’s status afford the opportunity for experience; the wise utilization of these two augments character.

You are given a definite task to perform, and at the same time you are provided with teachers who are qualified to instruct you in the best method of executing your assignment. The divine plan of education provides for the intimate association of work and instruction. We teach you how best to execute the things we command you to do.

The purpose of all this training and experience is to prepare you for admission to the higher and more spiritual training spheres of the superuniverse. Progress within a given realm is individual, but transition from one phase to another is usually by classes.

The progression of eternity does not consist solely in spiritual development. Intellectual acquisition is also a part of universal education. The experience of the mind is broadened equally with the expansion of the spiritual horizon. Mind and spirit are afforded like opportunities for training and advancement. But in all this superb training of mind and spirit you are forever free from the handicaps of mortal flesh. No longer must you constantly referee the conflicting contentions of your divergent spiritual and material natures. At last you are qualified to enjoy the unified urge of a glorified mind long since divested of primitive animalistic trends towards things material. 37:6.1

The real purpose of all universe education is to effect the better co-ordination of the isolated child of the worlds with the larger realities of his expanding experience. (2:7.12)

The higher a creature’s education, the more respect he has for the knowledge, experience, and opinions of others. (25:3.12)

On earth you were a creature of flesh and blood; through the local universe you were a morontia being; through the superuniverse you were an evolving spirit; with your arrival on the receiving worlds of Havona your spiritual education begins in reality and in earnest; your eventual appearance on Paradise will be as a perfected spirit. (30:4.19) 37:6.1

Always is the way open to acquire more knowledge, to gain additional information respecting one’s present and future work as well as universal cultural knowledge, information designed to make ascending mortals more intelligent and effective citizens of the morontia and spirit worlds. 44:3.6 47:10.7

The recorders of all the seraphic orders devote a certain amount of time to the education and training of the morontia progressors. These angelic custodians of the facts of time are the ideal instructors of all fact seekers. 48:6.20

The progression of eternity does not consist solely in spiritual development. Intellectual acquisition is also a part of universal education. The experience of the mind is broadened equally with the expansion of the spiritual horizon. 37:6.6

The purpose of education should be acquirement of skill, pursuit of wisdom, realization of selfhood, and attainment of spiritual values.

In the ideal state, education continues throughout life, and philosophy sometimes becomes the chief pursuit of its citizens.

Education will jump to new levels of value with the passing of the purely profit-motivated system of economics. Education has too long been localistic, militaristic, ego exalting, and success seeking; it must eventually become world-wide, idealistic, self-realizing, and cosmic grasping.

Education recently passed from the control of the clergy to that of lawyers and businessmen. Eventually it must be given over to the philosophers and the scientists. Teachers must be free beings, real leaders, to the end that philosophy, the search for wisdom, may become the chief educational pursuit.

Education is the business of living; it must continue throughout a lifetime so that mankind may gradually experience the ascending levels of mortal wisdom, which are:

1. The knowledge of things.
2. The realization of meanings.
3. The appreciation of values.
4. The nobility of work — duty.
5. The motivation of goals — morality.
6. The love of service — character.
7. Cosmic insight — spiritual discernment.

And then, by means of these achievements, many will ascend to the mortal ultimate of mind attainment, God-consciousness. 71:7.1

It is the purpose of education to develop and sharpen these innate endowments of the human mind; of civilization to express them; of life experience to realize them; of religion to ennoble them; and of personality to unify them. 16:6.11

Education aspires to the attainment of meanings, and culture grasps at cosmic relationships and true values. Such evolving mortals are genuinely cultured, truly educated, and exquisitely God-knowing. (50:5.9)

The human baby is born without an education; therefore man possesses the power, by controlling the educational training of the younger generation, greatly to modify the evolutionary course of civilization.

The greatest twentieth-century influences contributing to the furtherance of civilization and the advancement of culture are the marked increase in world travel and the unparalleled improvements in methods of communication. But the improvement in education has not kept pace with the expanding social structure; neither has the modern appreciation of ethics developed in correspondence with growth along more purely intellectual and scientific lines. And modern civilization is at a standstill in spiritual development and the safeguarding of the home institution. 81:6.24

Education, training, and experience are factors in most of the vital decisions of all evolutionary moral creatures. 67:3.7

Civilization is a racial acquirement; it is not biologically inherent; hence must all children be reared in an environment of culture, while each succeeding generation of youth must receive anew its education. 68:0.2

Physics and chemistry alone cannot explain how a human being evolved out of the primeval protoplasm of the early seas. The ability to learn, memory and differential response to environment, is the endowment of mind. The laws of physics are not responsive to training; they are immutable and unchanging. The reactions of chemistry are not modified by education; they are uniform and dependable. 52:5.3; 65:6.8; 68:0.2.

Public opinion, common opinion, has always delayed society; nevertheless, it is valuable, for, while retarding social evolution, it does preserve civilization. Education of public opinion is the only safe and true method of accelerating civilization; force is only a temporary expedient, and cultural growth will increasingly accelerate as bullets give way to ballots. Public opinion, the mores, is the basic and elemental energy in social evolution and state development, but to be of state value it must be nonviolent in expression. 71:2.7

The political or administrative form of a government is of little consequence provided it affords the essentials of civil progress — liberty, security, education, and social co-ordination. It is not what a state is but what it does that determines the course of social evolution. And after all, no state can transcend the moral values of its citizenry as exemplified in their chosen leaders. Ignorance and selfishness will insure the downfall of even the highest type of government. 71:3.1

The progressive program of an expanding civilization embraces:

1. Preservation of individual liberties.
2. Protection of the home.
3. Promotion of economic security.
4. Prevention of disease.
5. Compulsory education.
6. Compulsory employment.
7. Profitable utilization of leisure.
8. Care of the unfortunate.
9. Race improvement.
10. Promotion of science and art.
11. Promotion of philosophy — wisdom.
12. Augmentation of cosmic insight — spirituality. (71:4.2)

Good social environment and proper education are indispensable soil and atmosphere for getting the most out of a good inheritance. 76:2.6

Knowledge can be had by education, but wisdom, which is indispensable to true culture, can be secured only through experience and by men and women who are innately intelligent. Such a people are able to learn from experience; they may become truly wise. 81:6.13

Many true teachers have appeared among the various tribes and races all through the long ages of evolutionary history. And they will ever continue to appear to challenge the shamans or priests of any age who oppose general education and attempt to thwart scientific progress. (90:2.9)

The true teacher maintains his intellectual integrity by ever remaining a learner. 130:3.7

The mortal career is not so much a probation as an education. Faith in the survival of supreme values is the core of religion; genuine religious experience consists in the union of supreme values and cosmic meanings as a realization of universal reality. (111:3.5)

Education should be a technique of learning (discovering) the better methods of gratifying our natural and inherited urges, and happiness is the resulting total of these enhanced techniques of emotional satisfactions. Happiness is little dependent on environment, though pleasing surroundings may greatly contribute thereto. 140:4.10

Wise fathers carefully plan for the education and adequate training of their sons and daughters. When young they are prepared for the greater responsibilities of later life. 130:3.7; 142:7.8

The complete secularization of science, education, industry, and society can lead only to disaster. During the first third of the twentieth century Urantians killed more human beings than were killed during the whole of the Christian dispensation up to that time. And this is only the beginning of the dire harvest of materialism and secularism; still more terrible destruction is yet to come. 195:8.13

Even secular education could help in this great spiritual renaissance if it would pay more attention to the work of teaching youth how to engage in life planning and character progression. The purpose of all education should be to foster and further the supreme purpose of life, the development of a majestic and well-balanced personality. There is great need for the teaching of moral discipline in the place of so much self-gratification. Upon such a foundation religion may contribute its spiritual incentive to the enlargement and enrichment of mortal life, even to the security and enhancement of life eternal. 195:10.1

These people regard the home as the basic institution of their civilization. It is expected that the most valuable part of a child’s education and character training will be secured from his parents and at home, and fathers devote almost as much attention to child culture as do mothers. 72:3.4

The educational system of this nation is compulsory and coeducational in the precollege schools that the student attends from the ages of five to eighteen. These schools are vastly different from those of Urantia. There are no classrooms, only one study is pursued at a time, and after the first three years all pupils become assistant teachers, instructing those below them. Books are used only to secure information that will assist in solving the problems arising in the school shops and on the school farms. Much of the furniture used on the continent and the many mechanical contrivances — this is a great age of invention and mechanization — are produced in these shops. Adjacent to each shop is a working library where the student may consult the necessary reference books. Agriculture and horticulture are also taught throughout the entire educational period on the extensive farms adjoining every local school.

Everyone takes one month’s vacation each year. The precollege schools are conducted for nine months out of the year of ten, the vacation being spent with parents or friends in travel. This travel is a part of the adult-education program and is continued throughout a lifetime, the funds for meeting such expenses being accumulated by the same methods as those employed in old-age insurance.

One quarter of the school time is devoted to play — competitive athletics — the pupils progressing in these contests from the local, through the state and regional, and on to the national trials of skill and prowess. Likewise, the oratorical and musical contests, as well as those in science and philosophy, occupy the attention of students from the lower social divisions on up to the contests for national honors. 72:4.1

Every child graduating from the precollege school system at eighteen is a skilled artisan. Then begins the study of books and the pursuit of special knowledge, either in the adult schools or in the colleges. When a brilliant student completes his work ahead of schedule, he is granted an award of time and means wherewith he may execute some pet project of his own devising. The entire educational system is designed to adequately train the individual. 72:4.6

The school government is a replica of the national government with its three correlated branches, the teaching staff functioning as the third or advisory legislative division. The chief object of education on this continent is to make every pupil a self-supporting citizen. 72:4.5

This nation is making a determined effort to replace the self-respect-destroying type of charity by dignified government — insurance guarantees of security in old age. This nation provides every child an education and every man a job; therefore can it successfully carry out such an insurance scheme for the protection of the infirm and aged.

In addition to the basic compulsory education program extending from the ages of five to eighteen, special schools are maintained as follows:

1. Statesmanship schools...
2. Schools of philosophy...
3. Institutions of science...
4. Professional training schools...
5. Military and naval schools... 72:6.1

The courses pursued by such commissioned officers are four years in length and are invariably correlated with the mastery of some trade or profession. Military training is never given without this associated industrial, scientific, or professional schooling. When military training is finished, the individual has, during his four years’ course, received one half of the education imparted in any of the special schools where the courses are likewise four years in length. In this way the creation of a professional military class is avoided by providing this opportunity for a large number of men to support themselves while securing the first half of a technical or professional training. 72:11.2

The most valuable part of Jesus’ early education was secured from his parents in answer to his thoughtful and searching inquiries. Joseph never failed to do his full duty in taking pains and spending time answering the boy’s numerous questions. From the time Jesus was five years old until he was ten, he was one continuous question mark. While Joseph and Mary could not always answer his questions, they never failed fully to discuss his inquiries and in every other possible way to assist him in his efforts to reach a satisfactory solution of the problem which his alert mind had suggested.

It was the custom of the Galilean Jews for the mother to bear the responsibility for a child’s training until the fifth birthday, and then, if the child were a boy, to hold the father responsible for the lad’s education from that time on. This year, therefore, Jesus entered upon the fifth stage of a Galilean Jewish child’s career, and accordingly on August 21, 2 B.C., Mary formally turned him over to Joseph for further instruction.

Though Joseph was now assuming the direct responsibility for Jesus’ intellectual and religious education, his mother still interested herself in his home training. She taught him to know and care for the vines and flowers growing about the garden walls which completely surrounded the home plot. She also provided on the roof of the house (the summer bedroom) shallow boxes of sand in which Jesus worked out maps and did much of his early practice at writing Aramaic, Greek, and later on, Hebrew, for in time he learned to read, write, and speak, fluently, all three languages. 123:2.4

The family grew larger and larger, and they spent much money on extra education and travel, but always Joseph’s increasing income kept pace with the growing expenses. 123:3.7

Jesus was now seven years old, the age when Jewish children were supposed to begin their formal education in the synagogue schools. Accordingly, in August of this year he entered upon his eventful school life at Nazareth. Already this lad was a fluent reader, writer, and speaker of two languages, Aramaic and Greek. He was now to acquaint himself with the task of learning to read, write, and speak the Hebrew language. And he was truly eager for the new school life which was ahead of him. 123:5.1

Jesus received his moral training and spiritual culture chiefly in his own home. He secured much of his intellectual and theological education from the chazan. But his real education — that equipment of mind and heart for the actual test of grappling with the difficult problems of life — he obtained by mingling with his fellow men. It was this close association with his fellow men, young and old, Jew and gentile, that afforded him the opportunity to know the human race. Jesus was highly educated in that he thoroughly understood men and devotedly loved them. 123:5.8

Although Jesus might have enjoyed a better opportunity for schooling at Alexandria than in Galilee, he could not have had such a splendid environment for working out his own life problems with a minimum of educational guidance, at the same time enjoying the great advantage of constantly contacting with such a large number of all classes of men and women hailing from every part of the civilized world. Had he remained at Alexandria, his education would have been directed by Jews and along exclusively Jewish lines. At Nazareth he secured an education and received a training which more acceptably prepared him to understand the gentiles, and which gave him a better and more balanced idea of the relative merits of the Eastern, or Babylonian and the Western, or Hellenic, views of Hebrew theology. Paper 124.

The chazan spent one evening each week with Jesus, helping him to master the Hebrew scriptures. He was greatly interested in the progress of his promising pupil; therefore was he willing to assist him in many ways. This Jewish pedagogue exerted a great influence upon this growing mind, but he was never able to comprehend why Jesus was so indifferent to all his suggestions regarding the prospects of going to Jerusalem to continue his education under the learned rabbis. 124:3.5

The elders, notwithstanding all their trouble with Jesus’ nonconformist tendencies, were very proud of the lad and had already begun laying plans which would enable him to go to Jerusalem to continue his education in the renowned Hebrew academies. 124:6.5

While all Jerusalem was astir in preparation for the Passover, Joseph found time to take his son around to visit the academy where it had been arranged for him to resume his education two years later, as soon as he reached the required age of fifteen. Joseph was truly puzzled when he observed how little interest Jesus evinced in all these carefully laid plans. 124:6.13

He continued to carry on his advanced courses of reading under the synagogue teachers, and he also continued with the home education of his brothers and sisters as they grew up to suitable ages. 126:1.3

Just at the time when prospects were good and the future looked bright, an apparently cruel hand struck down the head of this Nazareth household, the affairs of this home were disrupted, and every plan for Jesus and his future education was demolished. This carpenter lad, now just past fourteen years of age, awakened to the realization that he had not only to fulfill the commission of his heavenly Father to reveal the divine nature on earth and in the flesh, but that his young human nature must also shoulder the responsibility of caring for his widowed mother and seven brothers and sisters — and another yet to be born. This lad of Nazareth now became the sole support and comfort of this so suddenly bereaved family. Thus were permitted those occurrences of the natural order of events on Urantia which would force this young man of destiny so early to assume these heavy but highly educational and disciplinary responsibilities attendant upon becoming the head of a human family, of becoming father to his own brothers and sisters, of supporting and protecting his mother, of functioning as guardian of his father’s home, the only home he was to know while on this world. 126:2.2

This year Simon started to school, and they were compelled to sell another house. James now took charge of the teaching of his three sisters, two of whom were old enough to begin serious study. As soon as Ruth grew up, she was taken in hand by Miriam and Martha. Ordinarily the girls of Jewish families received little education, but Jesus maintained (and his mother agreed) that girls should go to school the same as boys, and since the synagogue school would not receive them, there was nothing to do but conduct a home school especially for them. 127:1.5

In your consideration of the life and experience of the Son of Man, it should be ever borne in mind that the Son of God was incarnate in the mind of a first-century human being, not in the mind of a twentieth-century or other-century mortal. By this we mean to convey the idea that the human endowments of Jesus were of natural acquirement. He was the product of the hereditary and environmental factors of his time, plus the influence of his training and education. His humanity was genuine, natural, wholly derived from the antecedents of, and fostered by, the actual intellectual status and social and economic conditions of that day and generation. While in the experience of this God-man there was always the possibility that the divine mind would transcend the human intellect, nonetheless, when, and as, his human mind functioned, it did perform as would a true mortal mind under the conditions of the human environment of that day. 136:8.7